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Jackie Doherty

Repeat: Work, Solitude, and Joy - January 1 & 4, 2012 | Spark - 2 views

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    Ever wonder how much work you actually do in a day? There can be a lot of distractions between meetings, your manager's questions, impromptu pot-lucks and gab fests. Some days it can feel like it's impossible to get anything done. That's because according to Jason Fried it IS. Jason is the co-founder of 37 Signals, a company that builds web-based collaboration tools. He's also the co-author of the bestseller Rework - a book all about how to make work work better. Although he himself is a manager, Jason has no problem blaming workplace inefficiencies on meetings and managers. (Runs 22:49)
Chris Aitken

http://meet2015.com/Content/Pdf/MrYouth_ClassOf2015.pdf - 1 views

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    "Meet the Class of 2015" whitepaper.
anonymous

2012 Call for Proposals » COHERE - 0 views

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    "This is the 6th annual conference on blended learning sponsored by COHERE (Collaboration for Online Higher Education & Research) and CSSHE (Canadian Society for the Study of Higher Education). It will feature Dr. Tony Bates, the well known scholar and commentator on the use of technology in higher education. His latest book is Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning (Jossey-Bass, 2011). In addition to taking an active part in the entire conference and doing the conference wrap-up, Tony will deliver the following keynotes: Meeting the challenge of technology: are we failing as managers? Designing university teaching to meet the needs of 21st century students The conference will also feature a number of concurrent sessions, for which we invite proposals related to one of the following streams: 1. Taking stock of blended learning in higher education: Management, policy, and research issues 2. Case studies of teaching and learning issues related to blended learning"
tobiah_goldstein

How Interactive are YOUR Distance Courses - 2 views

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    Some studies reveal deep doubts among students and faculty that distance learning ever can have the degree of interaction in a non-distance environment. Horn (1994) and Hirumi and Bermudez (1996) are among those who find that, with proper instructional design, distance courses actually can be more interactive than traditional ones, providing more personal and timely feedback to meet students' needs than is possible in large, face-to-face courses.
Christie Robertson

Meet the Future of Google Maps - 2 views

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    Offline mapping for Android phones, Street View for nature trails and 3D Google Earth maps are all improvements coming to Google Maps in the near future.
Kathy Schwarz

Teaching Group - article for March 6 meeting - 3 views

This article by Barr and Tagg is called From Teaching to Learning. ilte.ius.edu/pdf/BarrTagg.pdf

started by Kathy Schwarz on 21 Feb 12 no follow-up yet
Jackie Doherty

Personal Learning Environments: Challenging the dominant design of educational systems - 1 views

  • To support effective organization of information, mechanisms of flexible tagging should be combined with list creation and sharing facilities
  • Smart groups are used extensively in products such as iTunes [21] and enables organisation to structure itself based on simple user-provided rules
  • more value can be obtained by the user when the information of services is combined to enable sorting, filtering and searching
  • ...14 more annotations...
  • ather than relying on services to offer a very detailed set of metadata using a common profile, systems will instead need to offer greater capability for managing either heterogeneous information or operate on a very limited set of information which can be commonly assumed, such as titles, summaries, and tag
  • While the contexts of formal education systems can be characterized as having bounded variety (e.g., a course typically has around 20-2000 members) and possessing rigid boundaries, general social systems used in informal learning can possess more diverse levels of variety
  • Connecting with very large contexts using a PLE poses both a technical and a usability challenge, as it will not be possible to absorb all the information within the context into an environment to be operated upon locally, nor is it feasible to present users with flat representations of contexts when they contain thousands of resources
  • ilter the context to reduce the amount of visible users and resources based on the declared interest of the user.
  • it remains unclear what mechanisms can underpin the coordination of collective actions by groups and teams within a PLE.
  • the PLE is not a single piece of software, but instead the collection of tools used by a user to meet their needs as part of their personal working and learning routine
  • the characteristics of the PLE design may be achieved using a combination of existing devices (laptops, mobile phones, portable media devices), applications (newsreaders, instant messaging clients, browsers, calendars) and services (social bookmark services, weblogs, wikis) within what may be thought of as the practice of personal learning using technology
  • TenCompetenc
  • So how will the PLE and the VLE design co-exist
  • whereby VLE products start to open their services for use within the PLE.
  • LE are incorporated into the VLE, yet along the way robbing them of some of their transformative power.
  • The VLE is by no means dead, and those with investments in this technology will attempt to co-opt new developments into the design in order to prolong its usefulness
  • PLE model will develop in sophistication, making the VLE a less attractive option, particularly as we move into a world of lifelong, lifewide, informal and work-based learnin
  • Within the field of education technology, the focus in recent years has been on the improvement of the technology of the virtual learning environment (VLE, also known as a Learning Management System, or LMS) with software and techniques that do not fit the general pattern of capabilities of a VLE being largely marginalized
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